'./,^    /y     •-    '^/yj.      ^/^--^^-"^ 


A 

0 
0 
0 

5 

7 
1 

2 
7 
8 

1 

LL  ^.-^.  i 

ii»rm^iij>^iimi>i»iii»ii  m'*>»>0mtmmiimm»>>0'm>mtmitfmm^'*»>>>itm 


/yKfUamfffieDliii-i^^ff^i^yii: 


' ^»rrtl»iiii^  liif«j/<W<njn  *,.t'iiiAiiA. 


%g«%:z?-«?c*<> 


:B:^ 


W<«#i- 


%\?.( 


^\v 


'^^ 


¥,, 


/ 


% 


:^ 


7^„ 

'/;[v 


THE  LIBRARY 

OF 

THE  UNIVERSITY 

OF  CALIFORNIA 

LOS  ANGELES 


/a^.-^ 


^^1V7^ 


7^r\Y^^ 


&\' 


Iv 


^'<^*^^ 


^: 


'»«^*^ 
*      I^^ 


;b^^ 


^^■>^l^ 


THE  LIBRARY 

OF 

THE  UNIVERSITY 

OF  CALIFORNIA 

LOS  ANGELES 


*  ^.  ^4«lf^ 


Hl 


THE 

AMANUENSIS 


A  Sekies  of  Readino,  Wbiting  and  Dictation  Lessons,  CABEFULiiT  Abbanoed  with 

Refeeence  to  a  Gboupino  of  Wobds  Illdstbative  of  Pbinciples,  fob  the 

PuBPOSE  of  Easily  and  Quickly  Teaching  a  Cobbect,  Rapid  and 

Legible  Style  of  Wbiting  fob  Amanuensis  and 

Repobtino  Pubposes. 


IN  ACCORDANCE  WITH  THE  PRINCIPLES 


LIN©SLE.Y'S  TAK1(§RAFY. 


COMPILED  AND  PUBLISHED  BY  D.  KIMBALL. 


CHICAGO. 

FOURTH     EDITION, 
1889. 


Copyrighted    in     1885     by 

D.    KIMBALL, 

Under    License    from 

D.    P.    LINDSLEY, 
Anther    of    Takigrafy. 


:  »   •  •       »  • 


5^ 


INTEODUCTION. 


The  method  of  teaching  Takigrafy  for  amanuensis  and  reporting  pur- 
poses wnich  is  contained  in  the  following  pages  is  believed  to  be  new 
and  superior,  and  that  it  will  effect  a  great  saving  of  time  and  labor  on 
the  part  of  both  teacher  and  pupil.  The  Lessons  contain  quite  a  com- 
plete vocabulary  of  the  words  and  *  f rases  in  common  use;^many  of 
the  words  are  primitives  from  which  the  derivatives  may  be  easily 
formed,  thus  greatly  increasing  the  actual  working  vocabulary  of  the 
writer. 

These  words  are  classified  and  arranged  in  groups.  Each  group  illus- 
trates a  principle  of  writing  or  contraction  by  giving  the  correctly  en- 
graved shorthand  form  for  all  the  common  words  employing  it.  The  re- 
petition of  the  words  in  the  drill  necessary  to  master  their  forms,  will 
at  ths  same  time  fix  the  principle  of  writing  or  contraction  in  the 
pu])ii's  mind. 

In  the  first  Lessons  the  shortest  and  simplest  words  are  given,  from 
which  may  be  learned  the  principles  of  the  Simple  Style.  With  the 
introduction  of  the  longer  words  are  brot  in  the  principles  of  con- 
traction which  sufficiently  shorten  them. 

A  pupil  is  not  required  to  learn  a  long  form  for  a  word  to  be  after- 
ward discarded  for  a  briefer  one.  No  word  occurs  more  than  once 
in  the  Lessons.  When  it  does  occur  it  is  in  the  form  it  will  be  used 
by  the  pupil  at  the  end  of  his  course.  If  more  than  one  principle  of 
writing  or  contraction  applies  in  a  word  the  word  will  be  found  only  in 
the  group  wherein  the  last  principle  employed  is  illustrated. 

The  theory  of  Takigrafy  is  so  simple  but  little  time  need  be  spent 
upon  it.  The  greater  part  of  a  learner's  time  and  work  must  be  put 
upon  the  all  important  writing,  reading  and  dictation  di'ills.  This  work 
furnishes  these  di-ills  in  the  most  complete  and  practical  form.  When 
these  Lessons  are  thoroly  mastered,  few  strange  words  will,  in 
general  w  ork,  confront  a  as  riter. 

*  In  the  following  pages  there  is  used  a  simplified  spelling  of  some  of  the  frequen'  words  by 
way  of  protest  against  the  wretched  spelling  in  common  use. 

3. 


448435 


4.  THE  Amanuensis. 

The  wordsigns  are  given  a  few  with  each  Lesson  in  the  connection 
where  they  naturally  belong,  so  that  they  will  be  the  more  readily  un- 
derstood and  their  gradual  mastery  not  feel  burdensome  to  the  jmpil. 

Accompanying  each  Lesson  is  a  carefully  x)repared  miscellaneous 
reading,  writing  and  dictation  exercise,  the  sentences  of  which  arecom- 
po89d  solely  of  words  occurring  in  that  and  previous  Lessons.  A  line 
of  specially  contracted  frases  is  given  at  the  beginning  of  these  exer- 
cises, and  they  T^dth  about  all  the  common  frases  belonging  in  that  con- 
nection are  woven  into  the  exercises,  so  that  the  pupil  learns  them 
without  extra  time  and  eft'oi-t  and  has  drill  upon  miscellaneous  matter 
and  frase  writing  in  and  fi'om  the  first  day  and  lesson.  A  new  and 
most  important  feature  in  shorthand  instruction. 

Concise  insti'uctions  in  common  type  accompany  each  Lesson  until 
enuf  principles  of  wiiting  are  introduced  so  that  instructions  may  be 
given  in  Takigrafy,  after  which  they  are  given  in  that  form. 

Some  new  and  valuable  modes  of  contraction  are  introduced  in  these 
Lessons  for  the  first  time. 

To  the  teacher,  these  Lessons  offer  these  advantages: 

The  certainty  of  furnishing  pupils  with  the  most  comprehensive  as 
well  as  conveniently  and  carefully  arranged  Lessons,  containing  forms  for 
wordsfc  hat  years  of  experience  have  proven  to  be  most  facile  and  legi- 
ble, upon  which  to  study  and  drill. 

Entire  relief  from  the  irksome,  vexatious  and  useless  drudgery  of  cor- 
recting a  pupil's  written  exercises. 

Equally  good  results  with  lai"ge  as  with  small  classes. 

To  the  student  these  Lessons  insure: 

A  correct  and  uniform  style  of  writing. 

The  entire  saving  of  the  time  and  labor  put  on  the  preparation  of  ex- 
ercises for  coiTection,  and  the  subsequent  imleaming  of  incon-ect 
forms. 

With  these  Lessons  all  study  and  drill  are  put  upon  correctly  formed 
words  as  they  will  be  permanently  used.  Hence  time  and  labor  are 
economized  to  the  fullest  extent. 

By  niy  own  experience  as  a  teacher,  and  the  experience  o£  others, 
both  teachers  and  pupils,  who  have  used  these  Lessons  in  an  incom- 
plete form,  I  am  encouraged  to  believe  that  in  this  more  complete 
shape,  I  am  placing  before  the  public  a  greatly  increased  facility  for 
the  acquisition  of  this  most  useful  branch  of  a  modern  business  educa- 
tion. I  commend  this  work  to  my  fellow  teachers  and  students,  confi- 
dent that  with  it  results  may  be  reached  never  before  deemed  possible, 
and  with  the  hope  that  with  this  fresh  stimulus  all  will  work  with  more 
vigor,  zeal  and  unselfishness  until  the  benefits  of  this  wonderful  ai-t  are 
everywhere  recognized  and  enjoyed. 

Chicago,  December  1,  1885.  D.  KIMBALL. 


CONTENTS. 


Introduction, 3 

General  Directions  for  Study  and  Practice 9 

Alfabet, 12 

LESSON  1. 
Words  in  which  a  single  Consonant  is  followed  by  a  Vowel, 20 

LESSON  2. 
Words  in  which  the  Vowel  is  followed  by  a  Consonant 22 

LESSON  3. 
Illustrates  the  joining  of  a  (as  in  age)  between  Consonants 24 

LESSON  4. 

2  Illustrates  the  joining  of  e  (as  in  see),  and 

3  I  (as  in  is)  between  Consonants 26 

LESSON  5. 

2  IllnstrateB  the  joining  of  e  (as  an  deep),  and 

3  I  (as  in  dip)  in  the  form  of  hooks,  between  Consonants 28 

LESSON  6. 
2-4  Illustrates  the  joining  of  a  (as  in  far),  and 
3-5  of  A  (as  in  bag),  between  Consonants 30 

LESSON  7. 
2-3  Illustrate  the  joining  of  o  (as  m  2Jore),  and 

4  5  of  xj  (as  in  fiiss)  between  Consonants 32 

LESSON  8. 

2  Illustrates  the  joining  of  oo  (as  in  poor), 

3  of  u  (as  in  push), 

4-5  of  A  (as  in  ball),  and 

6-7  of  o  (as  in  box)  between  Consonants 34 

LESSON  9. 
2-3-4-5  Illustrate  the  joining  of  i  (as  in  dine), 
6-7-8  of  u  (as  in  pure), 
9-10-11-12  of  oi  (as  in  coin). 
13-14  of  ow  (as  in  power)  between  Consonants 36 


THE  AMANUENSIS. 

LESSON  10. 

2  Illastrates  the  manner  uf  writing  ax  (as  in  pair), 

3  of  E  (as  in  be(j).  and 

4,  other  Vowels  disjoined  between  Consonants 38 

LESSON  11. 
2  to  7  Illastrates  the  manner  of  writing  words  containing  disjoined  Vowels 40 

LESSON  12. 
2  to  6  Ilinstrates  the  manner  of  writing  words  containing  disjoined  Vowels 42 

LESSON  13. 
Illastrates  the  use  of  the  circle  for  s  at  the  beginning  of  words — 
2,  sp;  3,  so:  4,  st;  6,  sf;  6,  sn;  7,  so 44 

LESSON  14. 
Further  illastrates  the  use  of  the  circle  at  the  beginning  of  words — 
2,  sl;  6,  8w;  4,  the  circle  with  a  Vowel  between  it  and  a  following  Consonant; 

5,  bt; 46 

LESSON  15. 
Illastrates  the  manner  of  writing  the  Consonant  Difthongs — 
2,  bk;  3,  bee;  4,  pb;  5,  pes;  6,  gb;  7,  oeb,  in  the  beginning  and  enu  of  words 48 

LESSON  16. 
Illastrates  the  manner  of  writing  the  Consonant  Difthongs — 
.  2,  ck;  3,  keb;  4,  tb;  5,  teb,  in  the  beginning  and  end  of  words 50 

LESSON  17. 
Illastrates  the  manner  of  writing  the  Consonant  Difthongs — 
2,  db;  3,  deb;  4,  shb;  .5,  sheb;  6,  zhb;  7,  lb,  in  the  beginning  and  end  of  words.  .  .      52 

LESSON  18. 
Illastrates  the  manner  of  writing  the  Consonant  Difthongs — 
2,  fb;  3,  FEB;  4,  vb;  5,  tbb;  6,  thb;  7,  nb,  8,  mgb;  9,  mb,  in  the  beginning  and  end 
of  words 54 

LESSON  19. 
Illastrates  the  manner  of  writing  the  Consonant  Difthongs — 
2,  bl;  3,  ble;  4,  pl;  5,  ple;  6,  gl;  7,  gle,  in  the  beginning  and  end  of  words 56 

LESSON  20, 
Illastrates  the  manner  of  writing  the  Consonant  Difthongs — 
2,  cl;  3,  kle;  4,  dl;  5,  tl 58 

LESSON  21. 
Illastrates  the  manner  of  writing  the  Consonant  Difthongs — 
2,  fl;  3,  FDi.;  4,  vl;  5,  sial;  6,  cial;  7,  nl;  8,  inglt, 60 

LESSON  22. 
Illastrates  the  manner  of  writing  words  containing  the  combinations — 
2,  ML,;  3,  the  prefix  multi;  4,  wl;  5,  yl;  6,  ulab;  7,  hl:  8,  whl;  9,  si., 62 

LESSON  23. 
Illustrates  the  manner  of  writing  the  circle  for  z  and  s  between  Consonants. ...      64 


THE  AMANUENSIS. 

LESSON  24. 
Farther  illastrates  the  manner  of  writing  the  circle  for  s  between  Consonants . .     66 

LESSON  25. 
Further  illastrates  the  manner  of  writing  the  circle  for  s  between  Consonants. .     68 

LESSON  26. 
Illastrates  the  manner  of  writing  the  circle — 
2,  inside  a  hook;  3,  inside  a  Vowel;  4,  the  doable  circle;  5,  spb, 70 

LESSON  27. 
Farther  illastrat«s  the  ase  of  the  circle — 
2,  sob;  3-4,  stb:  5,  the  circle  for  ence 72 

LESSON  28. 
Half-length  Letters  implying  a  following  d 74 

LESSON  29. 
Half-length  Letters  implying  a  following  d 76 

LESSON  30. 
Half-length  Letters  implying  a  following  t 78 

LESSON  31. 
Half-length  Letters  implying  a  following  t 80 

LESSON  32. 
2-4,  Half-length  Letters  implying  a  following  t;  5,  half -length  Letters  implying 
both  a  following  d  and  x;  6.  Letters  made  half  length  and  ended  with  a  hook  for 
ND 82 

LESSON  33. 
2,  Letters  made  half  length  and  ended  with  a  small  book  for  nt;  3,  the  termina- 
tion MENT 84 

LESSON  34. 
Words  employing  qu.     2-3,  qu  ;  4,  qub  ;  5-6,  qul  ;  7,  qubl. 

8,  Words  containing  the  combination  pbv. 

9,  Words  containing  the  combination  pef 86 

LESSON  36. 
Words  containing  the  combinations — 
2,  MP;  3,  Nj;  4,  jb:  5,  ohb  (tube) 88 

LESSON  36. 

Words  containing — 
2,  N,  hook;  3,  the  terminations  ion,  une,  etc.;  4,  no-kb;  5,  no-ob;  6,  ng-kl;  7,  no-ol    90 

LESSON  37. 

Words  containing  the  combinations — 
2,  Bi^;  3,  plb;  4,  olb;  5,  out;  6,  vlb;  7,  flb;  8,  njb;  9,  ntobe;  10,  bbl;  11,  pkl; 
12,  obl;  13,  obi.;  14,  dbi,;  15,  tbl;  16,  wbd;  17,  hbd  92 

LESSON  38. 
2,  The  double-length  Carve,  adding  tb;  3,  the  Prefix  inteb  94 


THE  AMANUENSIS. 

LESSON  39. 
2,  The  double-length  Cnrve,  adding  db;  3-4,  the  triple-length  Cnrve,  adding 
thb;  6,  strait  letters  tripled  in  length  to  add  thb;  6,  the  frase  the  other 96 

LESSON  40. 
2-3-4,  The  Prefix  com;  the  combinations;  6,  nw;  6,  iw 98 

LESSON  41. 
2-3-4,  The  Prefix  oon;  5,  oontba;  6,  contbi 100 

LESSON  42. 
2,  The  Prefix  in 102 

LESSON  43. 
The  Prefix  2-3,  in;  4-5,  im;  S,  magna ;  7,  maoni 104 

LESSON  44. 
The  Prefixes — 2,  tbans;  3,  beIjF;  4,  ad  before  t;  5,  oounteb 
The  Terminations — 6,  oloot;  7,  oobaphy 106 

LESSON  45. 
The  Termination  ation 108 

LESSON  46. 

The  Termination  ation 110 

LESSON  47. 
The  terminations — 2,  inoN,  ission;  3-4,  ution;  6,  otion;  6,  assion;  7,  etion;  8, 
KSHN  (ction) 112 

LESSON  48. 
The  Terminations — 2,  the  bhn  hook;  3,  ship;  4,  bility 114 

LESSON  49. 
The  Combinations — 1,  dot,  tot,  jot;  2-3,  kst;  4,  fulness;  5,  lessness,  names  of 
Express  Companies 116 

LESSON  50. 
1-7,  The  omission  of  h;  8,  Names  of  States 118 

LESSON  51. 
Names  of  Cities 120 

LESSON  62 
Foreign  Words  and  Erases 122 

LESSON  53. 
Foreign  "Words  and  Frases 124 

LESSON  54. 
2,  Strait  letters  made  donble  length  to  imply  a  following  tb.     3,  Strait  letters 
made  doable  length  to  imply  a  following  db 126 


GENEKAL  DIEECTIONS  FOE  STUDY  AND  PRACTICE. 


PENS. 

1.  A  good  steel  pen  is  the  best  instrument  with  which  to  write 
Shorthand.  AVriting  can  be  done  with  a  pen  nearly,  if  not  quite,  as 
rapidly  as  with  a  pencil,  and  much  more  neatly,  accurately  and  legibly, 
and  the  reading  is  not  so  trying  to  the  eyes.  Those  who  wish  to  be- 
come writers  of  a  really  accurate,  legible  and  beautiful  style  of  Short- 
hand must  not  fail  to  do  the  greater  part  of  their  practice  with  pen 
and  ink. 

2.  Choose  an  elastic,  fine-pointed  pen,  such  as  is  best  suited  to 
your  hand.  In  this  matter  tastes  will  differ.  Individual  preference 
shud  govern  We  have  found  the  Falcon  an  excellent  pen  for  both 
shorthand  amd  longhand.  We  have  never  found  a  gold  pen  that  was 
satisfactory,  tho  some  use  and  like  them. 

INK. 

3.  Shud  be  free  flowing,  non-corrosive,  of  good  color  when  first 
used,  and  permanent.  We  have  found  the  dark  purple  French  "  Cop- 
ier B,"  or  Japan  copying,  the  best  for  general  work,  letter  writing, 
copying,  etc. 

PENCILS. 

•  4.  There  are  times  and  places  when  and  where  it  is  not  practicable 
to  use  a  pen,  and  a  pencil  must  be  resorted  to;  some  practice  with  a 
pencil  is  therefore  necessary.  Pencils  should  be  of  best  quality.  It 
is  never  economy  to  work  with  poor  tools.  The  medium  grades,  such 
as  Faber's  "  Stenografie,"  or,  No.  3,  Dixon's  American  Grafite  M,  are 
among  the  best,  being  neither  too  hard  nor  too  soft  The  leads  shud  be 
of  good  size,  strong,  uniform  in  quality,  free  from  hard  spots,  and 
make  a  clean,  smooth,  black  line  without  wearing  too  rapidly. 

5.  A  good  supply  of  pencils  shud  be  provided,  and  if  neatly  sharp- 
ened at  both  ends  the  same  pencil  may  be  made  doubly  useful.  Don't 
sharpen  the  lead  to  a  fine  point,  or  discard  a  pencil  as  soon  as  the 
point  is  worn  off'  a  little.     The  whole  of  the  lead  may  be  used  if  when 

9 


10 


THE  AMANUENSIS. 


it  becomes  worn  too  broad  in  one  spot  the  pencil  is  slightly  turned  so 
as  to  bring  a  sharp  edge  again  to  the  paper. 

PAPER. 

6.  For  pen  WTiting  shiid  have  a  smooth  hard  finish.  I'or  pencil 
writing  the  paper  may  be  of  a  cheaper  grade,  not  calendered.  For 
practice  cb-ills,  unruled  paper  cut  about  the  size  of  foolscap,  and  put 
up  in  blocks  of  one  hundred  sheets  each,  is  most  convenient. 

7.  When  one  begins  actual  work  and  it  becomes  necessary  to  pre- 
serve the  writing,  and  for  sake  of  convenience  as  well,  the  two  hundred 
page  manilla  covered  reporting  books  shud  be  used.  When  a  book  is 
filled  it  shud  be  dated  or  indexed,  numbered  and  filed  for  reference,  as 
may  be  requiied 

8.  While  it  is  not  necessary  to  have  ruled  paper  for  practice  drills 
or  actual  work  in  writing  Takigrafy,  yet,  the  writing  is  likely  to  be 
more  regular  and  uniform  if  the  paper  used  is  ruled  in  the  ordinary 
way,  as  for  longhand. 

THE  POSITION  BEFORE  THE  DESK. 

9.  Shud  be  erect,  and  with  the  right  side  turned  toward  the  desk, 
so  that  the  right  arm  may  rest  on  it  without  constraint;  and  still  the 
body  shud  not  be  turned  so  far  but  that  the  paper  may  he  easily  held 
by  the  left  hand. 

HOW  TO  HOLD  THE  PEN. 

10.  In  Takigrafy  most  of  the  letters  are  made  in  an  inclined  or 
horizontal  direction— the  direction  in  which  the  hand  will  most  easily 
and  quickly  form  a  letter.  To  make  the  letters  with  the  greatest  ease, 
the  pen  shud  be  lightly  grasped  between  the  first  and  second  fingers 
and  thumb,  as  shown  in  the  following  cut: 


THE  CORRECT  POSITION  OF  THE  HAND  AND  PEN  IN  WRITING. 

11.  The  penholder  shud  point  well  to  the  right  and  the  pen  be  so 
held  that  its  points  will  press  evenly  upon  the  paper;  that  position  is 
correct  which  Avill  admit  of  making  |  ^i,^^  ___^  without  changing  the 
position  of  the  pen  by  rolling  it  between  the  fingers. 


THE  AMANUENSIS.  11 

HOW  TO  USE  THE  HAND. 

12.  The  hand  shud  assume  its  easiest  position  on  the  desk  or 
table — the  position  it  wud  naturally  take  if  dropped  upon  the  desk 
carelessly  and  without  restraint  or  thot.  The  knuckle  of  the  forefinger 
will  be  directly  upward,  and  the  third  and  fourth  fingers  slightly  curved 
under  the  palm,  thus  forming  an  elastic  support,  and  steadying  the 
hand  in  its  movement  across  the  paper.  The  wrist  shud  be  slightly 
raised  so  that  the  hand  may  move  freely. 

13.  The  motion  of  the  fingers  shud  be  limited  to  keeping  the  pen 
in  its  proper  position  on  the  line,  extending  them  at  each  end  and  flex- 
ing them  in  the  middle  as  the  hand  sweeps  thro  its  circular  path  from 
one  side  of  the  page  to  the  other,  and  to  an  almost  imperceptible 
movement  employed  in  the  formation  of  the  vowels,  hooks,  etc. 

14.  The  hand  shud  be  trained  to  run  very  lightly  over  the  paper, 
tracing  the  light  lines  very  lightly,  the  pen  just  touching  the  paper,  so 
as  to  form  a  hair-line,  and  the  shaded  letters  shud  be  only  enuf  heavier 
to  show  that  they  are  intended  to  be  shaded. 

15.  During  all  practice  drills  the  hand  must  be  constantly  watched, 
its  movements  closely  criticised,  errors  corrected  at  once,  before  bad 
habits  are  formed,  and  it  must  be  kept  thoroly  and  rigidly  under  con- 
trol of  the  will. 

16.  Care  must  be  taken  not  to  overtax  the  small  muscles  of  the 
hand  by  making  them  do  the  work  of  writing.  They  are  unable  to 
stand  a  long  continued  and  severe  strain.  They  shud  be  called  upon 
to  do  only  the  slight  service  indicated  above.  Serious  injury — pen 
paralysis — is  almost  sure  to  result  if  this  is  neglected. 

THE  USE  OF  THE  ARM. 

17.  The  weight  of  the  arm  shud  rest  upon  the  full  muscular  part  of 
the  forearm  near  the  elbow  in  such  a  way  as  to  allow  an  easy  rolling 
motion,  and  as  a  pivot  from  which  the  hand  may  easily  sweep  the  full 
length  of  a  line  across  the  page  without  raising  the  arm  to  move  it 
along  on  the  desk.  Avoid  writing  with  the  hand  close  to  the  body,  the 
elbow  at  an  acute  angle.  Such  a  position  is  too  constrained  for  easy 
and  rapid  movement  of  the  hand.  Let  the  arm  be  well  open,  the 
elbow  at  an  obtuse  angle,  so  that  the  movement  may  be  free  and  un- 
obstructed. 

18.  The  propelling  force  used  in  writing  shud  come  entirely  from 
the  large  strong  muscles  of  the  arm  above  the  elbow,  which  can  stand 
the  strain  of  long  continued  writing  with  the  least  fatigue.  It  is  also 
necessary  that  the  utmost  freedom  and  dash  in  writing  shud  be 
secured,  and  this  can  be  done  only  by  cultivating  this  muscular  arm 
movement.  It  is  as  necessary  in  longhand  as  in  shorthand,  and  shud 
be  persistently  drilled  upon  until  mastered.  No  great  measure  of 
success  in  either  long  or  shorthand  can  be  expected  without  using  this 
movement.  At  first,  the  hand  will  seem  to  be  unmanageable,  but  a 
vigorous  exercise  of  the  will  directed  toward  its  control  and  persist- 
ent practice  will  be  successful  in  accomplishing  the  end  desired. 


tti    ^ 


6 


NOTE.- 


ALFABET  OF  TAKIGUAFY. 

The  mniiul  <>/'  the  Takigrtifie  rhnrncter  is  shoten  by  the  blaek  letter  or  letters 
in  thi:  Key   Word. 


Key  Word. 

b  as  ill  bib 


CONSONANTS. 


Kfv  Word. 

th   as  ill  this 


) 

) 
( 

C 


P 
d 
k 
d 
t 

V 

f 
s 
sh 

z 
s 


pip 
gig 

kick 
did 

tat 

vivid 

fife 

vision 
show 
zei'o 
siss 


th 
m 
n 

ng 

I 

y 

r 
w 
h 
wh 

j-g 

ch 


thill 

maim 

noon 

hanging 

lull 

you 

roar 

way 

how 

why 

judge 

church 


VO'WELS. 


LONG. 

c 

• 

V 
A 


Key  AVord. 

e  as  in  see 


SHORT.  Key  Word. 

n  i-y  as  in  pity 


a 
ai 
a 

0 
0 

a 


age 
air 

far 

do 

no 

fall 


e 
u  a 
-  u 

\  u 

/   0 


"beg 

am,  ask 
full 
cut 

Ou,  or 


DIFTKOI^G-S. 


I  as  in  ice 
ew  "      dew 


/^   oi   as  in  oil 
^  ow  how 


Copyrighted,  1885,  by  D.  V.  I.ixdsley. 


THE  AMANUENSIS.  13 


HOW  TO  LEARN  THE  ALFABET. 


19.  Read  over  the  Alfabet  carefully,  noting  that  most  of  the  letters 
are  in  pairs —  that  is,  a  letter  made  of  a  light  line  and  one  made  of  a 
shaded  line  go  together;  that  these  paired  letters,  instead  of  represent- 
ing entirely  different  sounds,  represent  varieties  of  the  same  sound, 
differing  in  the  stress  or  emfasis  with  which  the  sound  is  pronounced 
as  the  letters  differ  in  shade — the  light  letter  representing  the  most 
frequently  occurring  whispered  sound,  the  shaded  letter  representing 
the  less  frequently  occurring  spoken  sound;  that  the  letters  not  so 
paired  are  made  of  light  lines,  and  that  all  the  letters  are  represented 
by  the  simplest  straight  lines  and  curves,  so  that  a  single  impulse  of 
the  voice  is  recorded  by  a  single  movement  of  the  hand. 

20.  The  letters 

I       IW    )       )      (       (^-^^^      c     .      .       .      . 
are  always  Avritten  downward; 

are  written  from  left  to  right; 

^c^  <^c^  ^  r -^  J ^  /  f  / 

are  written  upward;  while  the  above  are  written  eith- 

er upward  or  downward  to  secui'e  facile  joinings  and  good  angles.  It 
will  be  observed  that  when  written  downward  the  M,  L  and  k  are  much 
steeper  than  when  written  upward. 

21.  Carefully  analyze  the  short  words  in  the  Alfabet  containing  the 
sounds  of  the  letters  by  pronouncing  them  so  slowly  that  you  are  able 
to  separate  the  sounds  from  each  other.  Select  the  sound  represented 
by  the  letter  you  are  considering,  and  speak  it  many  times,  until  you 
are  thoroly  familiar  with  it. 

22.  When  you  have  mastered  the  sounds  in  this  way,  take  up  the 
letters  one  by  one,  in  pairs,  and  in  groups  of  four  and  six,  and  write 
them  over  and  over,  hundreds  of  times,  if  necessary,  to  thoroly  commit 
them  to  memory.  Speak  the  sound  as  you  make  the  letter,  so  as  to 
fix  and  ally  together  in  your  mind  the  sound,  the  letter  representing  the 
sound,  and  the  movement  that  makes  the  letter. 

Do  not  draw  the  letters  slowly,  but  first  get  their  correct  form  fixed        / 
in  your  mind,  then  dash  them  off  with  the  greatest  possible  rapidity,   i  / 
Spur  up  your  hand  constantly  to  a  higher  rate  of  speed,  steadily  aim-  jf 
ing  to  write  each  succeeding  letter  quicker  than  the  one  preceding. 
Do  not  allow  your  pen  to  come  to  a  dead  stop  on  the  paper,  and  in  this 
way  destroy  the  momentum  gained  in  making  a  letter;  but  as  one  letter 
is  finished  let  the  pen  immediately,  without  checking  its  movement, 
go  on  to  form  the  next.     Where  it  is  convenient  to  do  so  you  may  join 
the  letters  together,  and  thus  save  the  stroke  that  wud  be  wasted  in 
going  from  one  letter  to  another  if  the  letters  were  disjoined.     Short- 
hand is  a  practical  ai)plication  of  the  strictest  principles  of  economy 
of  time  and  labor  in  doing  writing,  and  these  principles  shud  be  care- 
fully studied,  constantly  kept  in  view,  and  thoroly  applied,  in  order  to 
attain  ease  and  speed  in  writing. 


14  THE  AMANUENSIS. 

23.  Drill  on  the  Alfabet  slmd  form  part  of  your  daily  practice  iiutil 
you  can  write  it  thru  with  ease  and  accuracy  in  from  fifteen  to  ten 
seconds. 

24.  The  horizontal  letters,  being  in  the  exact  direction  of  the  for- 
ward movement  of  the  hand,  are  the  most  easily  and  rapidly  written. 
This  being  the  case,  it  follows  that  the  more  nearly  the  inclined  letters 
approach  a  horizontal  direction  the  more  rapidly  and  easily  they  may 
be  written.  They  shud  be  made  as  near  the  horizontal  as  possible, 
and  not  be  liable  to  be  mistaken  for  horizontal  letters.  This  practice 
adds  gi-eatly  to  the  ease  with  which  joinings  are  made,  to  facility  in 
writing  generally,  and  to  the  beauty  of  the  written  page. 

25.  The  double  letters  bb,  pp,  gg,  kk  shud  be  made  one  letter 
above,  the  other  below  the  line.  The  letters  rr,  wr,  hr  and  whr  are 
wholly  above  the  line. 

When  a  shaded  strait  consonant  is  to  be  joined  to  a  strait  light 
one  in  the  same  direction,  as  bp,  gk,  dt,  jt,  bej^in  the  letter  with  a 
heavy  pressure  upon  the  pen,  gradually  relaxing  it  as  the  movement 
progresses  and  allowing  the  elasticity  of  the  pen  to  form  the  tapering 
line  needed.  The  pen  shud  not  be  allowed  to  stop  on  the  paper  at  the 
finish,  but  be  raised  immediately  and  carried  to  the  next  letter. 

When  a  light  strait  letter  is  to  be  followed  by  a  heavy  strait 
one  in  the  same  direction,  as  pb,  kg,  td,  chd,  let  the  pen  be  moving 
rapidly  when  it  touches  the  paper.  Gradually  increase  the  pressure 
to  form  the  tapering  line,  and  finish  up  the  shaded  stroke  with  the 
pen  on  the  paper. 

Where  two  letters  join  without  an  angle,  no  pause  should  be  made 
between  them.  Both  should  be  struck  as  one  letter,  and  as  quickly  as 
possible. 

Between  strait  letters,  joinings  at  acute  angles  are  easiest  made, 
then  right,  and,  lastly,  obtuse.  Make  the  joinings  at  acute  angles 
where  possible. 

Between  curves,  the  joinings  are  easiest  where  they  both  face  the 
same  way.  as  do  fs,  shn;  the  least  facile  being  the  opposing  curves, 
like  FN,  SHZ,  etc. 

By  a  skillful  use  of  the  variable  letters  the  careful  writer  will  se- 
cure good  angles  and  facile  forms  in  nearly  every  word. 

HOW  TO  SPELL,  WRITE,  AND  READ  TAKIGRAFY. 

26.  The  spelling  of  words  in  Takigrafy  is  very  simple.  It  con- 
sists solely  in.  pronouncing  them  so  slowly  as  to  separate  their  elemen- 
tary sounds.  If  you  can  pronounce  a  word  correctly  you  cannot  help 
spelling  it  correctly.  For  exercises  in  spelling  take  up  the  simple 
fully  written  words  in  the  Lessons  and  spell  them  as  you  see  them 
written.  The  process  is  so  simple  that  a  very  little  practice  will  ena- 
ble you  to  spell  correctly  any  word  you  can  accurately  pronounce. 

27.  Having,  in  this  simple  and  easy  way,  arrived  at  the  sounds 
in  a  word,  join,  in  their  order,  the  proper  letters  representing  those 
sounds,  already  learned  from  the  Alfabet,  and  the  writing  is  done  ac- 
cording to  the  principles  of  the  Simple  Style. 

28.  The  reading  consists  in  simply  speaking  the  sounds  as  you  see 
them  pictured  by  the  letters  in  the  written  word,  and,  if  the  word  is 


THE  AMANUENSIS.  15 

con'ectly  written,  the  letters  are  a  sure  guide  to  a  correct  pronuncia- 
tion. 

29.  Thus,  it  will  be  seen  that  the  two  great  difficulties  in  the  way 
of  an  easy  and  rapid  acquisition  of  the  English  language — the  correct 
spelling  and  pronunciation  of  the  words — are  entirely  overcome;  that 
the  labor  and  time  necessary  to  devote  to  both  are  reduced  to  a  mini- 
mum, and  the  whole  matter  put  in  so  simple  a  form  that  a  child  can 
easily  comprehend  and  master  it,  and  that,  too,  in  a  fraction  of  the 
time  now  necessarily  devoted  to  the  study  of  the  language  in  its  com- 
plicated form — resulting  in  a  correctness  of  pronunciation  of  words, 
a  lightening  of  the  burden  on  the  memory,  and  a  great  saving  of  time 
that  can  be  devoted  to  other  useful  studies  and  pursuits  now  beyond 
the  student's  reach  in  the  limited  time  that  can  be  given  to  school 
studies. 

30.  It  is  the  simplest,  easiest,  and  quickest  way  that  a  foreigner  can. 
correctly  and  thoroly  master  the  language. 

HOW  TO  USE  THE  LESSONS. 

31.  At  the  time  the  Lessons  are  being  drilled  upon,  the  theory  upon 
which  the  art  is  founded  shud  also  be  carefully  studied 

These  Lessons  are  so  arranged  that  wherever  you  open  the  book  you 
have  a  Lesson,  complete  in  itself,  on  the  left-hand  page,  showing  the 
application  of  one  or  more  principles  of  writing  or  contraction,  or 
both,  and  on  the  right-hand  page  the  practical  application  of  those 
words,  in  a  miscellaneous  exercise,  which  is  also  to  be  read  and  writ- 
ten from  dictation. 

32.  Make  a  note  of  all  questions  and  difficulties  you  encounter,  and 
refer  them  to  your  teacher  for  explanation.  Don't  guess  at  anything. 
"Be  sure  you  are  right,  then  go  ahead." 

33.  First  read  over  carefully  all  the  words  in  the  Lessons.  In  case 
of  any  doubt  as  to  what  the  word  is,  consult  your  teacher  or  Key  at 
once,  so  as  not  to  waste  time  in  unprofitable  guessing. 

34  The  words  in  the  Lessons  are  formed  with  gi-eat  care  and  accu- 
racy. The  form  of  each  word  shud  be  studied  minutely  and  carefully 
until  every  part  of  it  is  fully  understood  and  a  perfect  picture  of  it 
impressed  upon  your  mind;  then,  after  wi'iting  it  a  few  times  slowly, 
until  the  movement  of  the  hand  in  making  it  is  also  understood,  com- 
mence in  earnest  by  rushing  your  hand  thru  the  word  form  with  all 
possible  speed,  hundreds  of  times,  if  necessary,  to  a  complete  mastery 
of  it  You  will  know  when  that  point  is  reached,  for  your  hand  will 
glide  rapidly  thru  the  form  with  freedom  and  ease,  and  without  hesi- 
tation or  conscious  mental  effort. 

35.  Do  not  allow  yourself  to  form  the  bad  habit  of  drawing  the 
words,  or  writing  them  slowly  after  a  few  trials,  as  above,  but  accustom 
yourself,  from  the  first,  to  writing  the  words  with  the  greatest  possible 
rapidity.  Get  upon  the  upper  plain  of  swift  movement  as  soon  as  pos- 
sible, and  keep  there.  Keep  constantly  in  view  the  fact  that  you  must 
not  only  write,  but  write  swiftly,  to  make  a  success  of  shorthand  for 
amanuensis  or  reporting  purposes.  Crowd  your  practice  constantly 
toward  a  higher  rate  of  speed.     At  the  same  time  watch  your  hand 


16  THE  AMANUENSIS. 

closely,  criticise  its  movements  and  control  them  by  effoi-t  of  your 
will,  constantly  striving  to  hold  it  down  to  making  small,  neat  and  ac- 
curate characters.  Compare  your  practice  writing  with  the  forms  in 
the  Lessons  and  the  writing  of  good  writers,  note  the  differences,  and 
the  next  time  you  practice  on  them  correct  the  defect  Learn  to  be  a 
critic  of  your  own  work,  and  exercise  the  office  with  a  severe  and  un- 
relenting vigor.  Nothing  is  gained,  on  the  contrary,  much  is  often 
lost,  by  making  your  characters  too  large.  It  is  a  waste  of  power  and 
movement.  What  is  needed  in  writing  shorthand  is  power  converted 
into  speed,  resulting  in  a  fine,  nervous,  condensed  energy,  finding  its 
expression  in  a  delicate,  swift,  and  exact  movement  of  the  hand  that 
shall  execute  the  characters  with  the  greatest  possible  rapidity  and 
accuracy. 

36.  A  trouble  with  most  learners  is  an  over  carefulness — too  much 
of  an  effort  toward  accuracy  at  the  expense  of  speed.  They  need  to 
cultivate  and  increase  their  dash  in  writing  rather  than  restrain  it 

37.  Cultivate  a  complete  confidence*in  yourself,  and  in  your  ability 
to  do  whatever  you  undertake,  and  work  to  succeed.  Do  not  be  dis- 
couraged at  trifling  failures,  or  at  any  failure.  Learn  why  you  failed, 
remedy  the  difficulty,  persevere,  and  you  cannot  fail  to  win  success. 

38.  A  speed  of  fifty  words  per  minute  shud  be  gained  in  private 
drill  by  the  student  on  each  lesson  before  writing  it  fi-om  dictation. 

39.  It  will  be  noticed  that  no  lines  are  used,  either  in  the  Lessons 
or  miscellaneous  exercises,  they  not  being  necessary  to  legibility — but 
it  is  better,  for  the  sake  of  regularity,  as  in  longhand,  that  the  writing 
shud  be  done  with  reference  to  a  line,  real  or  imaginary.  Let  the  first 
perpendicular  or  inclined  consonant  of  the  word  rest  upon  the  line^ 
the  other  letters,  before  or  after  it,  falling  into  their  proper  positions 
with  reference  to  this  controlling  letter.  The  following  illustration 
will  show  the  practice  in  this  regard: 


e-- 


^M5-?-^f>f^Vi- 


fi_ 


^.rvrz...^.l^,^ 


DICTATION. 

40.  All  dictation  shud,  as  far  as  possible,  l^e  governed  by  a  metro- 
nome, so  that  the  actual  speed  of  writing  may  be  known,  and  so  that 
the  dictation  luay  be  steady  and  regular.  The  dictation  shud  always 
be  a  few  words  per  minute  faster  than  the  student  can  easily  write,  so 
that  there  may  be  a  constant  incentive  to  more  rapid  work.  To  ac- 
commodate the  dictation  of  the  drills  to  those  in  the  same  class  who 
write  at  different  rates  of  speed,  each  word  shud  be  repeated  three 
times,  the  fastest  writers  writing  it  as  many  times  as  spoken,  while 
the  slower  write  it  twice,  or  even  once.  This  repetition  of  each  word 
also  serves  to  fix  it  more  firmly  in  the  writer's  mind.     There  is  little 


THE  AMANUENSIS.  17 

impression  made  in  hearing  or  writing  a  word  once  and  then  going  to 
another.     Such  rapid  changes  in  drilling  are  confusing,  not  helpful. 

41.  In  most  cases  only  the  root  form  of  words  cud  be  given  in  these 
Lessons  without  making  them  too  voluminous.  The  dictation  shud 
include  the  derivative  words  as  well,  the  writer  adding  the  various 
terminations,  N,  D,  ING,  NESS,  ful,  ly,  etc.,  and  in  that  way  making  the 
student  familiar  with  the  full  vocabulary  contemplated  by  the  Lessons. 

42.  From  the  necessities  of  the  case,  the  words  in  these  Lessons 
are  very  fully  written  and  vocalized,  so  that  they  may  serve  for  read- 
ing as  well  aa  writing  lessons,  and  be  easily  understood  by  beginners. 
When,  thru  practice,  the  writer  becomes  bo  familiar  with  the  consonant 
outlines  of  words  that  they  can  be  read  without  vowels,  most  of  the 
vowels,  except  the  initial  and  final  ones,  as  well  as  some  of  the  conson- 
ants of  lesser  importance,  may  be  gradually  dropped  from  the  more 
frequently  occui'ring  words,  as  the  writer  finds  it  safe  to  do  so,  or  it 
becomes  necessary  to  do  so  to  gain  greater  speed.  It  is  not  intended 
that  the  disjoined  vowels,  except  initial  ones,  shall  be  written,  they  are 
used  as  an  aid  in  reading. 

43.  Make  frequent  reviews,  always  aiming  and  working  industri- 
ously and  energetically  for  greater  speed.  Your  main  reliance  for  an 
increase  of  speed  must  be  upon  a  rapid  manipulation,  which  can  only 
be  gained  thru  such  perfect  familiarity  with  the  word-forms  that  they 
can  be  struck  without  a  particle  of  hesitation;  all  of  which  is  the  re- 
sult of  much  and  diligent  practice,  rather  than  by  attempting  to  gain 
speed  by  further  shortening  of  words. 

44.  Settle  upon  the  word-forms  you  will  use,  and  stick  to  them. 
Don't  change.  Constant  changes  in  the  word-forms  used  in  writing 
are  fatal  to  a  high  rate  of  speed.  No  one  can  write  rapidly  while  con- 
stantly experimenting  with  and  changing  the  word-forms  used. 

45.  The  writing  and  reading  exercise  which  accompanies  each  Les- 
son shud  be  drilled  upon  in  connection  with  that  Lesson  until  so 
thoroly  mastered  that  it  can  be  well  written  at  least  one  hundi-ed  and 
twenty-five  words  to  the  minute.  When  a  sufficient  number  of  the 
Lessons  have  been  mastered,  so  that  it  can  be  done  without  bringing 
in  unfamiliar  words,  other  miscellaneous  matter  may  be  dictated  each 
day,  using  the  simple  language  of  a  First  or  Second  Reader  at  first, 
and  gradually  going  on  to  that  which  is  more  difficult.  If  a  proper 
selection  is  made  of  the  miscellaneous  matter  to  be  written,  the  speed 
can  easily  be  raised  to  one  hundred  words  a  minute,  and  steadily  in- 
creased during  all  subsequent  instruction.  It  is  well,  also,  to  read  the 
miscellaneous  matter  three  times  over,  increasing  the  speed  each  time 
it  is  re-read  ten  to  twenty  words  per  minute.  Then  the  teacher  shud 
write  the  same  matter  upon  the  black-board,  so  that  the  pupils  may 
compare  the  word-forms,  frases,  etc. 

46.  In  writing,  if  you  are  pushed  beyond  your  speed  and  omit  a 
word  or  part  of  a  sentence,  write  a  word  or  frase  badly,  or  find  that 
you  have  mistaken  a  word  and  written  a  wrong  one,  or  made  any  other 
error,  take  advantage  of  the  first  pause  the  speaker  makes,  go  back, 
and  make  the  correction  while  it  is  fresh  in  your  mind.  If  you  find  a 
speaker  too  fast  for  you,  your  better  way  is  to  write  complete  sentences 
rather  than  parts  of  sentences.     By  following  this  practice  you  will 


18  THE  AMANUENSIS. 

have  complete  work  that  makes  sense  as  far  as  you  go;  otherwise,  you 
will  have  a  jumble  of  words  from  which  you  will  probably  not  be  able 
to  make  any  sense. 

47.  The  student  shud  faithfully  read,  or,  what  is  better,  transcribe 
into  longhand,  or  on  a  writing  machine,  all  the  miscellaneous  matter 
written.  This  is  the  only  check  upon  and  cure  for  careless  and  slov- 
enly habits  in  writing.  When  commencing  to  write  out  their  notes,  it 
is  best  for  beginners  to  read  thru  each  sentence,  and  see  that  it  is  in 
good  shape,  and  reads  smoothly,  before  beginning  to  transcribe.  This 
will  save  many  mistakes,  erasures,  or  re-writings.  If,  in  your  reading, 
you  come  to  a  word  or  frase  that  you  cannot  read  readily  at  first,  write 
all  before  it,  leave  a  space,  go  on  and  complete  the  sentence.  With 
the  matter  written  in  that  way  on  both  sides  of  an  omitted  word  or 
frase,  it  will,  in  most  cases,  come  out  clearly. 

Another  aid  to  beginners,  to  whom  the  shorthand  letters  are  still 
strange  and  not  suggestive,  is  to  write  the  words,  substituting  the  ordi- 
nary script  letters  for  those  written  in  shorthand.  The  more  familiar 
appearance  of  the  common  letters  will  often  suggest  the  word  at  once. 

USE  YOUR  DICTIONARY. 

48.  You  shud  become  thoroly  familar  with  the  spelling  and  mean- 
ing of  all  the  words  in  the  Lessons.  A  good  report  cannot  be  made, 
or  a  letter  intelligently  written  by  a  person  who  does  not  know  the 
spelling,  meaning,  and  application  of  every  word  occurring  in  the 
report  or  letter.  Consult  your  dictionary  whenever  you  are  not  sube 
you  know  how  to  spell  a  word.  This  is  your  only  way  to  avoid  the 
the  unfavorable  criticism  of  those  who  are  sticklers  for  the  ancient 
practices,  of  whom  your  employer  may  be  one.  Do  your  work  to  suit 
your  employer,  however  ridiculous  it  may  seem  to  you.  He  pays  for 
for  the  work,  and  shud  have  it  to  suit  him. 

49.  It  is  also  necessary  that  an  amanuensis  shud  be  able  to  write  a 
plain,  smooth,  even  longhand,  for  there  are  many  places  where  a  writ- 
ing machine  cannot  be  used;  have  a  good  knowledge  of  grammar  and 
punctuation,  and  be  possessed  of  sufficient  literary  skill  to  trim  up 
and  put  in  shape  hurriedly  or  otherwise  imperfectly  dictated  matter. 

Study  the  best  literary  models,  so  as  to  make  your  work  as  nearly 
faultless  as  possible  in  matters  of  neatness  and  taste. 

50.  Much  care  and  attention  has  been  given  in  these  Lessons  to 
group  together  under  one  head  all  the  familiar  words  employing  a 
certain  principle  of  writing,  so  that  the  constant  rejietition  of  the 
words  in  dictation  drills  will  fix  the  principle  in  the  mind  of  tlie  stu- 
dent This  makes  the  Lessons  of  peculiar  value  as  dictation  (h'ills, 
much  superior  to  miscellaneous  matter.  The  Lessons  shud,  therefore, 
form  the  greater  part  of  the  daily  dictation  drills,  and  be  constantly 
reviewed  until  correct  writing  becomes  a  fixed  habit,  and  is  done  with- 
out hesitation  or  conscious  mental  efiport, 

51.  Use  the  art  as  fast  as  learned  in  place  of  longhand  so  far  as 
possible,  and  teach  it  to  others.  In  this  way  you  can  make  it  of  the 
greatest  service  to  you.  To  teach  it  to  others  is  the  best  way  to  learn 
it  thoroly  yourself. 


3,0. 


^.    —V   V 


T^rAMA/^UEJs/^f^ 


-/. 


( 


)> 


'.    >i^.  L  L  \. 


V  ^ 


^  .^^  _^  .-^.  /^.  (,  V'  2  i  C  — V  ^  A. 
X  X  .^A  ^M  /^  *=-A  ^^.  /^.  ^^  ,^-^  c^^ 


^7  I    ^    ^ 

I  I  r 


/r 


/j^,  "V. 


-7  V  V 


'tTT'i 


0^ 


<, 


^ 


^^ 


•f     IT 


V 


u^ 


INSTRUCTIONS  FOR  LESSON  1.  21 

This  Lesson  teaches  the  correct  way  to  write  words  composed  of  a 
single  consonant  followed  by  a  single  vowel. 

The  size,  shape,  and  mode  of  joining  the  letters  in  the  Lesson  shud 
be  followed  as  closely  as  possible.  The  figures  below  and  in  following 
instructions  refer  to  corresponding  figures  in  the  Lessons. 

1,  2,  3.  These  vowels  are  not  shaded.  The  joinings  are  made  in 
the  simplest  manner,  as  shown  in  the  Lessons.  L  is  written  downward 
before  E.  It  shud  be  observed  that  E  turns  around  in  the  direction 
the  hands  of  a  clock  move,  far  enuf  to  join  easily  to  the  preceding 
letter,  as  in  the  words  fee,  knee,  lea,  and  ye. 

4.  This  vowel  is  shaded.  When  it  will  not  form  a  good  angle  with 
a  preceding  letter  it  must  be  disjoined,  as  in  the  word  shoe.  A  better 
joining  is  secured  by  writing  M  downward  before  this  vowel. 

5.  This  vowel  is  shaded,  and  admits  of  being  written  in  the  direc- 
tion of  G  (6),  or  B,  the  direction  making  the  best  angle  being  used. 

7.  This  vowel  is  shaded,  and  is  written  downward,  or  (8)  upward, 
that  direction  being  used  which  will  form  the  sharpest  angle.  The 
letters  ^^N  \  are  reversed,  thus  V^^  V_^  when  these  forms  will 
make  better  joinings  with  a  preceding  or  following  letter,  as  in  the 
word  THAW. 

9,  11,  13,  15.  The  strokes  forming  these  vowels  are  made  straight, 
or  (10,  12,  14,  16,)  curved,  whichever  shape  -wdll  form  the  best  angle. 

12.     EW  has  its  point  toward  the  right,  for  convenience  in  writing. 

15,  16.  The  last  stroke  of  ow  is  shaded,  to  more  clearly  distinguish 
it  from  EW. 

17.  Cei"tain  words  occur  so  often  that  they  are  shortened  by  omit- 
ting part  of  them.     These  are  shortened  by  dropping  the  vowels. 

18.  These  words  are  shortened  by  dropping  the  consonants.  The 
first  stroke  of  I  is  shaded  in  the  word  why  to  distinguish  it  from  high. 

19.  These  three  words  are  shortened  irregularly,  and  being  a  letter 
N  made  half  length  and  heavy;  now,  the  letter  N  and  last  stroke  of  the 
ow,  and  the,  a  light,  straight,  short  dash,  struck  in  the  direction  of  T 
or  p,  and  should  be  joined  to  the  word  before  or  after  it. 

Note  that  in  Nos.  17,  18  and  19  the  fully  written  shorthand  words 
are  given  in  the  upper  line.  This  is  so  that  you  may  have  no  difficulty 
in  reading  the  words.  -  The  shortened  forms  for  the  words  are  given 
in  the  lower  line.  It  is  upon  these  shortened  words  in  the  lower  lines 
that  all  the  practice  drill  shud  be  put. 

Read  and  write  over,  with  all  possible  speed,  the  Writing  and 
Reading  Lesson  at  the  bottom  of  the  page.  You  will  see  that 
some  of  the  simple  words  which  are  intimately  connected  with  each 
other  are  joined  together.  As  the  object  of  language  is  to  convey 
ideas,  and  for  convenience  in  learning,  speaking  and  writing,  it  is 
divided  into  sentences,  words,  syllables,  and  letters,  and  as  we  join 
together  letters  to  form  syllables,  and  syllables  to  form  words,  so  in 
Takigrafy,  we  often  join  two,  three,  or  more  words  together  into  what 
we  call  frases,  care  being  taken  that  the  words  shall  join  easily,  be 
associated  in  sense,  and  spoken  connectedly,  as  the  syllables  of  a 
word  are  spoken,  with  no  pause  between  them.  This  joining  of  words 
in  frases  adds  much  to  the  speed  and  ease  of  writing,  and  does  not 
lessen  the  legibility. 


SLS;. 


THE  A MA/\/o£/^^/J^. 


\^. 


<r  *-:  c^  5  ^--  *~~-Jf'  ^--  ^  -".  /^.  ^^ 

/^    I    i    -V   Xo   ^  .^  -^_:^   c^    c^     c^     .^ 

yjg    ^^-^    V ^^V— ^.        /i*.  V s     ^^-^     ^-—-t>     0V^^    ^-^ 


-i^*    if^^  ^_r.    V» ^       /-^   ^ 


//I 


^' 


^i^ 


)  J  ^  if. 


t     y    *    '1 


\     — 


^177*-' 


S.O. 


3^/  o^— . 


23 
INSTKUCTIONS  FOR  LESSON  2. 


This  Lesson  teaches  the  correct  way  to  write  words  composed  of  a 
single  vowel  followed  by  a  single  consonant,  and  how  z  and  s  are 
added  by  means  of  a  circle  to  words  ending  with  a  consonant. 

Rule. — A  vowel  must  form  an  angle  at  its  joining  with  a  following 
consonant. 

I,  2.  These  vowels  are  distinguished  from  each  other  by  size.  Both 
may  be  tui-ned  in  the  direction  the  hands  of  a  clock  move,  far  enuf  to 
form  a  good  angle  Avith  a  following  letter.  L  is  written  downward 
after  these  vowels. 

3.  The  manner  of  writing  this  vowel  is  clearly  shown  in  the  Les- 
son. Write  M,  L  and  R  downward  after  a.  To  distinguish  a-d  from  J, 
and  A-T  from  ch,  a  slight  connecting  stroke  may  be  made,  as  shown  in 
the  Lesson,  or  the  A  may  be  disjoined.  The  same  offsetting  stroke  is 
usually  employed  between  this  vowel  and  a  following  z  or  s. 

4  This  vowel  i^distinguished  from  ah  by  its  size.  Its  use  will  be 
readily  understood  fi'om  the  words  in  the  Lesson. 

5,  6,  7,  8.-  The  instructions  given  in  Nos.  4,  5,  6,  7  and  8  of  Lesson 
1  apply  equally  to  the  same  vowels  in  this  Lesson. 

9.  The  form  and  direction  of  this  vowel  is  the  same  as  No.  8.  It 
differs  from  that  letter  in  not  being  shaded. 

10.  This  letter  is  a  heavy  dot,  and  occurs  only  before  k.  Its  posi- 
tion is  shown  in  the  Lesson. 

II.  This  letter  should  be  written  near  the  middle  of  the  consonant, 
to  the  left  of  perpendicular,  and  inclined  and  above  horizontal  conson- 
ants when  it  is  to  be  read  before  them.  It  "is  customary  to  write  the 
consonant  first,  the  disjoined  vowel  last. 

12,  13,  14,  15.    See  Nos.  9  to  16  of  Lesson  1  for  explanation. 

16.  These  words  need  no  special  explanation.  Vowels  join  with 
each*  other  under  the  same  rule  as  with  consonants.  The  vowel  i 
(short)  is  sometimes  written  as  a  small  hook  on  the  under  side  of 
another  letter,  as  in  the  words  eddy,  Addie,  No.  16,  line  1,  words  17 
and  18. 

17,  18.  These  words  are  shortened,  same  as  those  of  like  numbers 
in  previous  Lesson.  • 

19.  Of  these  word-signs,  as  is  a  circle;  each  drops  the  hook  of  the 
ch;  any  is  an  n  with  a  light  backward  tick;  but  a  halved  b;  not  is  a 
half-length  N,  and  that  a  halved  th. 

When  the  circle  is  added  to  a  shaded  consonant  or  an  m  with  no 
intervening  vowel,  the  sound  is  z.  W^hen  added  to  a  light  consonant 
without  an  intervening  vowel,  the  sound  is  s;  except  when  it  it  is  ad- 
ded to  N,  L,  and  K.  On  the  ends  of  these  letters  it  may  be  an  s  or  z, 
as  ELSE  or  ELLS.  Where  a  vowel  comes  between  a  consonant  and  an 
added  circle,  the  sound  of  the  circle  on  the  end  of  a  light  consonant 
may  change  from  s  to  z,  as  in  the  words  itches  (z)  etches  (z). 

This  Lesson  shud  be  drilled  upon  until  it  can  be  written  at  the  rate 
of  2()()  words  a  minute. 


£1^. 


'■^ 


-THE  A  NIAI^UENS  /d 


/-fe.     ^ 


'^  ^  -^  "^Xj^  ^ 


-7 


C't— B 


l^C^ 


INSTRUCTIONS  FOR  LESSON  a 


25 


1.  In  this  and  following  Lessons  a  line  of  specially  contracted 
words  is  given  at  the  beginning.  The  fully  written  words  are  in  the 
upper  line,  so  that  they  may  be  easily  read.  The  shortened  word  to 
be  drilled  upon  and  mastered  is  in  the  lower  line. 

2.  This  Lesson  teaches  the  correct  way  to  write  a  (as  in  babe)  be- 
tween two  consonants:  It  is  not  shaded,  and  shud  always  have  its 
opening  directly  to  the  right. 

Where  i  (short)  follows  N,  as  in  zany,  rainy,  it  may  oe  written  as  a 
slight  backwards  tick,  as  in  any,  No.  19,  Lesson  2. 

This  Lesson  shud  be  drilled  upon  till  you  can  write  the  words  at 
the  rate  of  120  to  the  minute. 


y 


^4.  THE    kMA/\/uEp/^i^. 


^ 


INSTEUCTIONS  FOR  LESSON  4 


27 


1.  These  words  are  shortened,  same  as  in  Lesson  3.  Write  the  m 
downward  for  him. 

2.  These  words  show  the  correct  way  to  write  e  (as  in  eve)  in  its 
full  alf abetic  form  between  consonants. 

3.  These  words  show  the  correct  way  to  write  i  (as  in  pin)  in  its 
full  alfabetic  form  between  consonants. 

Do  not  shade  these  vowels.  Make  the  distinction  between  them 
by  the  difference  in  size,  as  shown  in  the  Lesson.  They  both  turn 
in  the  same  direction  az  the  hands  of  the  clock  move,  far  enuf  to  form 
a  good  angle  with  a  following  letter. 

Study  and  di'ill  upon  this  Lesson  until  you  can  write  the  words  at 
the  rate  of  120  per  minute. 


^r 


'^ 


y 


<r 


~P      -) 


^ 


^7= 


'^.-^ 


^ 


INSTRUCTIONS  FOR  LESSON  5. 


29 


2.  These  words  show  the  correct  way  to  write  e  (as  in  deep),  as  a 
large  hook  on  the  under  side  of  a  preceding  letter.  The  Y  is  written 
for  URE,  as  in  senior,  line  3,  word  8. 

3.  These  words  show  the  correct  way  to  write  i  (as  in  kin)  as  a 
small  hook  on  the  underside  of  a  preceding  letter. 

By  writing  these  vowels  as  hooks  in  this  way,  more  facile  forms  are 
secured,  and  we  are  thereby  able  to  express  the  two  sounds  with  but 
one  stroke  of  the  pen. 

Study  and  drill  upon  this  Lesson  until  you  can  write  the  words  150 
per  minute. 


so.  JT-ie  A  MAf^U£.p/si^. 


u  o 


IXSTKUCTIONS  FOR  LESSON  6. 


31 


2.  These  words  show  the  correct  way  to  write  a  (as  in  mar)  in  its 
full  alfabetic  form  between  consonants. 

3.  These  words  show  the  correct  way  to  write  a  (as  in  cap)  in  its 
full  alfabetic  form  between  consonants. 

4  These  words  show  the  correct  way  to  write  A  (as  in  tar)  as  a 
large  hook  on  the  right  or  upper  side  of  a  preceding  letter. 

5.  These  words  show  the  correct  way  to  write  A  (as  in  bag)  as  a 
small  hook  on  the  right  or  upper  side  of  a  preceding  letter. 

These  vowels  shud  not  be  shaded,  the  distinction  between  them 
being  made  by  a  difference  in  the  size.  They  turn  in  the  direction 
opposite  to  that  in  which  the  hands  of  a  clock  move,  far  enuf  to  form 
a  good  angle  with  a  following  letter. 

Drill  upon  these  words  until  you  can  write  120  to  the  minute. 


<,t-2^; 


"^ 


-^  w  -/ 


<^ 


Z 


L 


S3,. 


THB    IK  MANUErJsid 


^ 
) 


1/ Viz- 


^^^^■^ 


c^ 


^ 


^.'^'-'S. 


c_^ 


11;1X^ 


33 


IXSTKUCTIONS  FOR  LESSON  7. 


2.  These  words  show  the  correct  way  to  write  o  (as  in  bore)  in  its 
inclined  direction  between  consonants. 

3.  These  words  show  the  correct  way  to  write  o  (as  in  gore)  in  its 
perpendicular  direction  between  consonants. 

4.  These  words  show  the  correct  way  to  write  u  (as  in  fuss)  in  its 
inclined  direction  between  consonants. 

5.  These  words  show  the  correct  way  to  write  u  (as  in  gum)  in  its 
perpendicular  direction  between  consonants. 

That  direction  for  the  vowels  is  used  which  will  make  the  sharpest 
angle  with  a  preceding  or  following  letter. 

Drill  upon  these  words  until  you  can  write  them  at  the  rate  of  100 
to  the  minute, 


r- 


S4. 


17/£  KMAj^UE[^sid. 


x-1/^ 


--^^7 


>-^>Q. 


INSTEUCTIONS  FOR  LESSON  a 


35 


2.  These  words  show  the  correct  way  to  write  00  (as  in  boom)  be- 
tween consonants. 

3.  These  words  show  the  correct  way  to  write  u  (as  in  push)  be- 
tween consonants. 

4.  These  words  show  the  correct  way  to  write  a  (as  in  ball)  in  its 
upward  direction  between  consonants. 

5.  These  words  show  the  correct  way  to  write  a  (as  in  gauze)  in  its 
downward  direction  between  consonants. 

6.  These  words  show  the  correct  way  to  write  o  (as  in  bog)  in  its 
upward  direction  between  consonants. 

7.  These  words  show  the  correct  way  to  write  o  (as  in  dog)  in  its 
downward  direction  between  consonants. 

That  direction  for  the  vowels  is  used  which  will  make  the  sharpest 
angle  with  a  preceding  or  following  letter. 


r 


J(d 


THE    KMAtJue/^S/^. 

-^9 


7.  I^v^^"^"^~^ 


\- 


^^^-y~?^ 


..i1. 


y^\j 


x^x^ 


-1^. 


INSTRUCTIONS  FOR  LESSON  9. 


87 


The  words  in  this  Lesson  show  how  to  write  the  diamond-pointed 
vowels  -I  (as  in  dike);  EW  (as  in  pews);  01  (as  in  toil),  and  ow  (as  in 
fowl)  between  consonants. 

It  will  be  seen  that  either  or  both  strokes  of  these  vowels  may  be 
made  strait  or  curved  outward,  that  form  being  used  which  will  make 
the  best  angle  at  its  joining  with  a  preceding  or  following  letter. 

2,  6,  9,  13.     In  these  words  both  strokes  of  the  vowels  are  strait 

3,  7,  10.  In  these  words  the  first  stroke  of  the  vowel  is  strait,  the 
second  curved. 

4,  11,  14.     In  these  words  the  first  stroke  is  curved,  the  second  strait. 
6,  12.     In  these  words  the  strokes  of  the  vowels  are  curved. 

Drill  upon  these  words  till  y<3u  can  write  them  100  to  the  minute. 

-^ . ^  ^^:  )< 


^^    r>- 


y 


U  L^^ 


448435 


^r 


^  V^H\y^^l. 


.^-7  7^>V>- 


^ 


INSTRUCTIONS  FOR  LESSON  10. 


39 


2.  This  Lesson  shows  the  correct  way  to  write  the  heavy  dot  vowel 
Al  (as  iu  fair)  between  consonants.  It  occurs  only  before  the  conson- 
ant R,  and  shud  be  written  beside  the  consonant  which  precedes  it,  as 
an  adtlitioual  means  of  distinguishing  it  from  the  light  dot 

3.  This  Lesson  shows  the  coiTect  way  to  write  the  light  dot  vowel 
E  ( as  iu  ebb)  between  consonants.  Its  place  is  near  the  middle  of  the 
consonant  which  follows  it     It  is  seldom  written  except  when  initial. 

4-  This  Lesson  shows  the  correct  way  to  write  e  (as  in  reach)  dis- 
joineil  between  consonants.  As  also  some  of  the  compound  words,  of 
wliich  THERE  is  a  part,  as  thereby,  thereon,  etc 


SI.  UUUU^<i>-=^J^ 


/•^'p 


.^sy\J. 


INSTRUCTIONS  FOR  LESSOX   11. 


41 


2.  This  Lesson  shows  how  to  write  a  (a  as  in  base)  disjoined 
between  consonants. 

3.  This  Lesson  shows  how  to  write  ah  (a  as  in  far),  and  A  (a  as  in 
fan),  disjoined  between  consonants. 

4.  This  Lesson  shows  how  to  write  i  (i  as  in  pit)  disjoined  between 
consonants. 

5.  This  Lesson  shows  how  to  write  oo  (oo  as  in  boot)  and  oo  (oo  as 
in  book)  disjoined  between  consonants. 

6.  This  Lesson  shows  how  to  write  o  (o  as  in  bone)  disjoined 
between  consonants. 

Observe  that  with  the  exception  of  the  dots  in  previous  Lesson,  the  disjoined 
vowel  is  written  as  near  as  may  be  to  th"  end  of  the  consonant  in  the  syllable  to 
which  it  belongs.  If  the  vowel  is  to  be  read  before  a  consonant  it  should  be  written 
to  the  left  of  those  that  are  perpendicular  or  inclined,  and  above  those  that  are 
horizontal,  and  to  the  right  of  perpendicular  and  inclined  consonants,  and  below 
horizontal  consonants  when  the  vowel  is  to  be  read  after  them. 


1^ 


>!A^. 


-.5^0^ 


-^^I^lrU^r 


INSTRUCTIONS  FOR  LESSON  12. 


43 


2.  This  Lesson  shows  how  to  write  u  (u  as  in  bug)  disjoined 
between  consonants. 

3.  This  Lesson  shows  how  to  write  au  (an  as  in  pause)  and  o  (o  as 
in  copy)  disjoined  between  consonants. 

4.  This  Lesson  shows  how  to  write  i  (i  as  in  vice)  disjoined  between 
consonants. 

5.  This  Lesson  shows  how  to  write  ew  (u  as  in  abuse)  disjoined 
between  consonants. 

6.  This  Lesson  shows  how  to  write  ou  (on  as  in  pout)  and  oi  (oi  as 
in  avoid)  disjoined  between  consonants. 

Most  of  these  vowels  would  be  joined  to  the  consonants  in  the  word 
form  in  the  Simple  Style,  and  are  put  in  disjoined  here  so  as  to  aid  the 
student  in  reading.     They  are  not  to  be  written  in  the  practice  drills. 


/D 


I 


-^^ 


TT/iF  >4  MA/\/l 


aENS/, 


V^ 


^ 


3,  c.  ^/e^e-AL.^  L-i^i^i^i^^  ii^s.1^ 


-.<^^ 
M     ^"^ 


^ 


"^ 


O^  -\ 


c^ 


^L 


INSTRUCTIONS  FOR  LESSON  13. 


45 


This  Lesson  introduces  the  use  of  the  circle  at  the  beginning  of 
words.     It  has  the  sound  of  s. 

2.  These  words  begin  with  sp  (as  in  spear,  spell,  etc.) 

3.  These  words  begin  with  sk  (sc,  sk,  as  in  scale,  skip,  etc.) 

4.  These  words  begin  with  st  (as  in  steep,  steel,  etc.) 

5.  These  words  begin  with  sf  (sph  as  in  sphere). 

6.  These  words  begin  with  sm  (as  in  smoke,  small,  etc.) 

7.  These  words  begin  with  sn  (as  in  snow,  snap,  etc.) 

8.  These  are  derivatives  formed  from  the  primitive  word  signs  in 
No.  1  (as  subjected,  specialty,  etc.) 


-^k 


f      f 


V 


^ 


V 


O-^  <3^^ 


Q.yy^ 


^ 


>^.    't^\ 


^.£^L^^-L-^^'ti-'^'^Cll_ 


INSTRrCTIONS  FOR  LESSON  14. 


47 


1.  The  loop  in  the  first  three  words  indicates  st. 

2.  These  words  begin  with  sl  (as  in  sleep,  slack,  etc.) 

3.  These  words  begin  with  sw  (as  in  sway,  swing,  eto.) 

4.  In  these  words  the  s  does  not  form  a  true  difthongal  sound  with 
the  following  consonant,  as  in  the  previous  numbers,  but  has  a  vowel 
between  it  and  the  consonant  at  the  beginning  of  which  it  is  joined. 
This  vowel  is  written  at  the  left  of  or  above  the  consonant. 

5.  These  words  begin  with  sr  with  a  vowel  between  the  s  and  e, 
which  is  written  to  the  left  of  the  r,  as  in  sir,  serve,  etc. 


mi^^iC^^ 


^ 


L/- 


)[^<lk 


)^. 


V.X 


^T  TH£AMAf^JU£/\/^fd 


Ai.v_^  i-=- 

-J^ ->n -^ -^ -4.^^^^^^^^^-^  <M-i^y -^. 


INSTRrCTTOXS  FOR   LESSON  15. 


49 


A  small  initial  hook  is  made  on  the  left  and  under  side  of  strait 
consonants  to  indicate  the  union  of  r  with  that  letter,  forming  a  con- 
sonant difthong. 

2.  These  words  begin  with  br  (as  in  brief,  breeze). 

3.  These  woi-ds  end  with  ijr  (ber  as  in  rubber,  lumber). 

4.  These  words  begin  with  pr  (as  in  pray,  prune). 

Generally  the  use  of  these  hooks  is  restricted  to  words  where  there 
is  no  vowel  sound  between  the  r  and  its  difthongal  partner,  but  in 
some  very  frequently  occurring  words  this  practice  is  not  observed, 
the  hooked  letter  being  used  in  such  words  as  peruse,  pertinacious, 
No.  4,  line  3,  words  6,  7  and  following.  In  this  class  of  words,  in  this 
and  following  Lessons,  the  vowel  is  written  thru  the  hooked  letter. 

5.  These  words  end  with  per  (as  in  upper,  caper). 

6.  These  words  begin  with  gr  (as  in  green,  grow). 

7.  These  words  end  with  ger  (as  in  eager,  meager,  etc.) 


'■^x. 


S'O 


'^ 


S^. 


>^X^ 


^Svv^ 


3.  '^'^2'^^"'^^  '^•^'vLVVK.kMv^^'^W  X 


/  ^  '^  «-\ 


V     ^         V 


>¥-. 


^=-^^c^«^ 


^--^rj 


^ 


"v' 


-PO 


-"v^ 


Ul^ 


I 


■"b 


-n^v 


INSTRUCTIONS  FOR  LESSON  16. 


51 


2.  These  words  begin  with  kr  (cr  as  in  creep,  crape,  etc.) 

3.  These  words  end  with  kr  (cur,  ker,  as  in  occur,  baker,  etc.) 

4.  These  words  begin  with  tr  (as  in  tree,  try,  etc.) 

5.  These  words  end  with  tr  (as  in  utter,  victor,  etc.) 

6.  Derivatives  from  words  in  No.  1. 


/^ 


V^K.' 


—L'y^. 


^s. 


THE   AMAl^UEj^^l^. 


St.  ^-^^ 


'H 


■n 


/^  ^ 


?-• 


a.^. 


7J>>-> 


INSTRUCTIONS  FOR  LESSON   17. 


53 


2.  These  words  begin  with  dr  (as  in  draw,  dray,  etc.) 

3.  These  words  end  with  dr  (as  in  odor,  rudder,  etc.) 

4.  The  hook  is  made  on  the  left  of  the  upper  end  of  k,  written 
downward  for  shr  (as  in  shriek,  shrine). 

5.  These  word   end  with  shr  (as  in  usher,  pressure,  etc.) 

6.  The  compound  letter  for  shr,  explained  above,  is  shaded  for 
ZHR  (sure,  sier,  as  in  treasure,  osier,  etc.)  It  occurs  only  in  the  end 
of  words. 

7.  These  words  show  the  letter  l  shaded  to  indicate  its  difthongal 
union  with  r,  with  or  without  a  vowel  sound  between  them  (as  in 
layer,  solar,  etc.) 

8.  Derivative  words  formed  from  primitives  in  No.  1. 


t^-"^ 


7- 


J^. 


JHB    A  MAI^US/^/sn 


11^ 


'"^--^^  "^ 


INSTRUCTIONS  FOR  LESSON  18. 


55 


2.  These  words  begin  with  fr  (as  in  free,  fry,  etc.) 

3.  These  words  end  with  fr  (fer  as  in  offer,  wafer,  etc.) 

4.  These  words  end  with  vr  (ver  as  in  over,  sever,  etc.) 

5.  This  hooked  letter  represents  thr  at  the  beginning  or  end  of 
words  (as  in  three,  author,  etc.) 

6.  This  hooked  letter  represents  thr  (as  in  other,  gather,  etc.) 

7.  This  hooked  letter  represents  nr,  usually  with  a  vowel  sound 
between  the  n  and  r  (as  in  near,  owner,  etc.) 

8.  This  hooked  letter  represents  ngr  (as  in  singer,  hanger,  etc.) 

9.  These  words  begin  with  mr  with  a  vowel  between  them  (as  in 
merit,  morrow,  etc.) 

10.  These  words  end  with  mr  (as  in  grammar,  farmer,  etc.) 


"■z^^ 


^6  JUE  A  MAjJuEh/si^. 

SI.  (^(^£// t(.t-.L-tUOL^«^C_^^Llv^W^' 
t  t  (>T  p:x  CT  (V  V  c>-jL_£a£j..  - 


7-  ^^^  ^^V>s?CX^^l^^ 


r  C  L  u ^^^ -t  1  L^/^j^^  v^^^v^Y^ 


/-^    /o  >VT> 


INSTRUCTIONS  FOR  LESSON  19. 


57 


A  small  hook  is  made  on  the  right  and  upper  side  of  strait  letters  to 
show  their  difthongal  union  with  l,  as  previously  explained  for  r  in 
Lesson  15. 

2.  These  words  begin  with  bl  (as  in  black,  blow,  etc.) 

3.  These  words  end  with  ble  (as  in  able,  noble,  etc.) 

4.  These  words  begin  with  pl  (as  in  plea,  plus,  etc.) 

5.  These  words  end  with  ple,  pal,  (as  in  ample,  opal,  etc.) 

6.  These  words  begin  with  gl  (as  in  glee,  glen,  etc.) 

7.  These  words  end  with  gle,  gal,  (as  in  ogle,  legal,  etc.) 

8.  Derivatives  formed  from  words  in  No.  1. 


■)  UT^.^—.^fU^. 


■^-^  10 .  'V 


V^ 


^>T 


"T-'^n- --^ i -^ ' ^^— '  7 -T^ 


<<^  ^^^  '   —' 


-n" 


<^^ 


> 


"k   JKNANUEhfs/d 


<C 


^■-^^y^Li^^lJL\ULl-^'L.L. 


INSTRUCTIONS  FOR  LESSON  20. 


59 


2     These  words  begin  with  kl  (cl  as  in  clean,  close,  etc.) 

A.    These  words  end  with  kl  (cle,  kle,  as  in  circle,  nickle,  etc.) 

4.  A  large  hook  is  made  on  the  upper  side  of  d  for  dl  to  distinguish 
DL  from  J  (as  in  the  words  delude,  middle.) 

5.  A  large  hook  is  made  on  the  upper  side  of  t  for  tl,  to  distinguish 
TL  from  CH  (as  in  the  words  tolerate,  metal,  etc.) 


J^t?, 


:--ci_ 


<^. 


-^ 


bo 


IT^EA  MAh/uB/^si^. 


X^  J    ^    0  ^  J     u    ^    ^  ^. 


-2.  ^Z^Z^:}^222^P-^l^^Z.{L.ll(-^^  ^f^t^r^/ 
.L^  ■ 

-,ry  c-ij,  »3:? -r?  «3j  0  tultyL-L}  U^'v-S^i^  ^J-^^^^:? 

I /^  ^  >^  o/^  ^<>^  ^  ^  3  (>:?  >7  u^  tL,  — ^  ■^  «-^ 


<LT:. 


irTi::^: 


INSTRUCTIONS   FOR  LESSON  21. 


SI 


2.  A  small  hook  is  made  upon  the  upper  end  of  l,  written  down- 
ward, for  FL  (as  in  flee,  flung,  ete.) 

3.  These  words  end  with  fl  (fle,  ful,  as  in  trifle,  awfiil,  etc.) 

4.  The  hooked  letter  explained  above  is  shaded  for  vl  (as  in  valley, 
oval,  bevel,  etc.) 

5.  This  hooked  letter  represents  zhl  (sial,  sual,  as  in  ambrosial, 
casual,  etc.) 

6.  This  hooked  letter  represents  shl  (cial,  tial,  as  in  social,  par- 
tial, etc.) 

7.  This  large  hooked  letter  represents  nl  (as  in  null,  panel,  etc.) 

8.  This  large  hooked  letter  represents  the  termination  ixgly  (as  in 
kingly,  seemingly,  etc.) 

--V.  .^^.  V".  (/-J  .   1  [^   L^  1-: 


^ 


J 


y  \    5 


i)X 


<fr—^<^r^ 


dT^ 


cJ.  err  ^  ^n> 


^r\^dr%^. 


^. 


Ca^ 


'  C^^^  6^  C^r—  C^^^  0^^<^   C -^  C^-^^  C^-t-^  i^    ^^ 


Cifr    ^  O^C^  ^J'cJ[   CX\ 


^•l^^^'>>Vt^^^-^ 


7 

^^  <^  cT^  cT^  c^rv 


r^ 


^ 


£^^ 


e^  ^y\y^  c^ 


c^^     t^ 


63 


INSTRUCTIONS  FOR   LESSON  22. 


2.  This  larged  hooked  letter  represents  ml  (as  in  mellow,  tram- 
mel, etc.) 

3.  Ml  in  these  words  stands  for  the  prefix  multi  (as  in  multiply.) 

4.  The  hook  of  the  w  is  enlarged  for  wl  (as  in  wail,  well,  etc.) 

6.     The  hook  of  the  y  is  enlarged  for  yl  (as  in  yell,  emulate,  etc.) 

6.  The  large  hooked  letter  for  yl  is  shaded  for  ylr,  ular  (as  in 
tubular,  jocular,  etc.) 

7.  The  hook  of  the  h  is  enlarged  for  hl  (as  in  heal,  whole,  etc.) 

8.  The  hook  of  the  wh  is  enlarged  for  whl  (as  in  whale,  while, 
etc.) 

9.  The  letter  b  is  shaded  for  hl  in  such  words  as  rule,    pearl, 
sterile,  etc.  ^ 


"K 


cT       cJ 


1  ^ 


'^^J,S- 


)-2_-^^--^ 


u 


JJ/e    AMAt^l/C/</iS/,^ 


^•2^ 


y\ 


■^ 


S.  ^  c-'-T^. 


-^ 


^-^r 


£  AMANUENSIS. 


W. 


.^i_^'.  ^__  V^'i  -i^ 


n- 


'=2j 


}-^^. 


r 


l-«^i. 


^^ 


Sh 


E  AMANUENS/j^\ 


"^ 


\    >-    JL        )        \^ 


«.jr-. 


l>^  l>^^  |>^^\>^^  N>^*— "^c^^^  >^- >*^  >>^^ 


^  ^^"^"^  k£>^  ^^^  H.^ 


V 


j^:l.xx,^ 


h 


"Jc 


^^^. 


1 


^ 


JiO 


H 


-i- 


<^ 


iO 


1 


1 


y 


r-fi 


'V^ 


"^'^"^'^^ 


l^ 


1 


-c 


\^ 


^ 


^^r. 


^r 


">  -^ 


-%.         .r^s^      <x^ 


^.   ^ 


r^  ^r^V^NU.^^ 


>'*-"'"" /-^  AT' 


vc--( 


-2- 3^2-^  3s-.  :2_:i^  S2^ 


i)0. 


yo. 


<[//o 


£  AMAN(/£Ne/, 


■sl 


«a--^     ,a,p-.    ai^^v    ifl.^   ""-"-V^  CO 1-  '^C^f/'    ^y 


-\  — O 


_/l 


<e_^  •o/'c^^  b-"^ 


.^^.  .^^-^  ^^  ^^^  >^s^  ^o.^ . 


E  AMAH U Em h 


7 


/ 


^i 


yJ^. 


J7/£  AMA/\/uEj/s//^'. 


y 


s. 


'^         'N 


si *Na  «»>vv-k*?N 


°^^  '^^ 


d. 


c^      <^      ,^      ^     ^ 


^-^-L 


■^^  ^ 


>4^  i-.  J— -X^  ^^^-^  ^ 


?« r^r- 


■y- 


^s^ 


.^'■'^^ 


■cr— — «j 


"K 


p. 


^ 


y 


V 


] 


1 


-^A^^^^^-^^. 


Y-^. 


E  MANUENW0. 


X^^ 


S,^^. 


^L— 


-O  '^J  '>^  s^ 


cr-S;. 


^^-* 


^t 


^ 


cC  I 


J7/£    AMA^luEI^Sl^ 


y^ 


C.'''2mmfi- 


"U 


7^ 


/I/— 


L  )^i^\.^<^ 


U-x,^^ 


^1.     ^.^rt,  ^^^^ 


V^^ 


'"'        -^       ^> 


<9  .    c-^  &<%«,•  (isTv  «>rT       ^<-  fK'^^    <s^  <r^  c^^  «^ 


4 


^ 


^c 


^-  c_-tf^^ 


r^ 


This    A MA^JuE^^l/.  /7 


1^ 


"x-^ 

-"^.'V 


«'>w>- 


'\ 


in. 


c-^ 


7 


T. 


^  U  \f^\f^ 


^ 


J,  Wk  I- 1-1,1^.1^1^ -l^-^-l^--"— ^i>^"^-^-^^  J_!^^L>-^^    ^lIlU 

%l^^j-ly^l^  '\^p:^^>^^rx  c.i^<^(r~^G^  ^r^^ 

<r-^'  "-^ ^  «— -1  /'// ^   "^^  -"^   ^-^  ~^  '^  "-^  ^^^Ot.^   •  '^  -^-^ 


«\  >  >^ 


> 


'^ 


? 


_J^^A  MAt/uEf/s// 


)  ^ 


y^ 


-^ 


'\lt. 


< 


?  ^ 


^"\. 


v^  -^ 


ro 


TT/i" /4  MAr/u£/^s/j 


'Si 


A.-> 


.^^  o^    o^  ^^  tf-^  -%  ii^-  ^^  J1J>^Z  -?• 


2^ 


^'^>>"7^-^^       *^^-*^.  b  *^>    ^x  ^^^  >^ 


'^^'^7'  /^  ^^l^ /^-'H   '^'^^^•^'^'^ 


r/ 

l^r    J?      —  >^ 

^-^-i^^"'- — ^-^ — ^-^ — ^  ^__ 


l._^  — -—  •■ —  ' 


J7/£J\MAf/u£r/s/^ 


\-2,  I    __   .^^ ^-^,-*y^: ^  _^-'  :j^  l^  U*-  o^  — e^  1>  ^2^ 


^2->^    r; 


._vv  V,    ^  Q_^    <>-c    £<r-   c^       cr^  <r^  ,=-^  <r^  cT*'. 


fc>,  ^^c-tu)-^^ 


>^ 


V  rv 


^^ 


u 


^"l^-n^^l 


^L^-j>  ^^v-^—  'S^A  V'i  v-/^/.— ^^f-r-^-^^ 


^ 


E   AMANL/E/s/si, 


l><^ 


OSf  ei<C 


"<*  >-»«/    i*'.:' 


'  ■*  ^Z^ 


^^ei*r.    >~f*-^^' 


s. 


v-^^ 


-^     w^^<-  —^^.^i^,,,--— ci^  q;^  "^-V  <:^  o^^^  v.^.-^^  .^--^  ^--^cf 


JJnB  AM/\//i/£//sj/ 


/ir 


1  V^)"^'^» 


^^K^' 


^^     C^     ;^    o.       .^     ^-^^-^/^ 


/  ^ 


.'^•^^- 


^  N)  "^  ^  ^ 'Tt'^  "^""^  "^^^ ^^-^  ^l 

^  ^<^<^  V'^^^^-p  ^■<^^  '-^"c^"^^^_p. 


rj 


^l^ — ^  '^— ^'^>^■'^"^^^~^i,' 


^X  JjfzAMAf'^ 


^E  AMAf^/u£//s/i/. 


-y-n-^'^j  ))'^z^^^^n^j l_^yyy-^^ 


Of  kNtA 


-^V^-^^. 

•X^^: 


^      (L 


/>, 


'-? 


y- 


u 


^v>_^  x> — / 


^i^ 


^--- ^^Xiy  n^ -^ -^ 


V^~^  /^  V^  V^  V^ 


(T-'  er 


-^-^-7^ 


-^^  <-^ 


a- 


.  ^ .  ( o 


a 


V,  i:^ 


•^ 


4  i-^  ; 


"^^^^  '»~C^  STO    ^^^— .  <£^^~^^  '^^^^  r\^^  /^L^ 


£  A¥ANUE/V^f, 


J^ 


r\ — 


\  \^\^^-L^  1  <r7^A^-v:-l 


L^  - 


^sL 


.^■~^ 


^c^/l   --C^-/X_.? 


/-^? 


g^.  JT/e  kMAI\fu£l\/^/i^ 


^- ^  ^ - ^-^ J: 9.:h^'y  ^^^^ ^^^ 


1^1') 


i^x^. 


'L^ 


Vr-X^^,<^/^,<^. 


x^v-^'r^ 


.^^ 


•^li.- 


t^t-^ 


U-: 


•u 


-^.^^-^-^li 


% 


"^ 


1--.  )— . 


•-^ 


U-,'^ 


b 


-t     V- >v. 


"V-- 


•d—NV 


1>^  }>^  --^'>. 


J    ^    / 


1^ 


^1U 


£    f\M/\ 


Sf^UEj^Sl/ 


S7' 


c    -= ^   O 


•'";^ 


c 


^. 


r 


Vi 


/ 


T 


_// 


V^ 


^^7^?' 


*^ 


7     <— .--^^ 


"L 


>    ^^ 


-V- 


>-j_ -— I— 1/ ^ ' -— n, -? -X- , 


>■> 


^ft^ p- 


'^ 


^«r^ 


1 


? 


^) 


-u^^, 

^^^.^, 


o 


^vn-^l^. 


ioo 


TTi^yl  A/Af/a£/\/^/A 


*--^Z-V 


7/ 


•  -\y  ^^^  ^-^ty-^  >;^,---  ^X">^^^^^  -x->s 


s^^v^vi  v^  v«v  w^-- ■v.j'^   'sas^r^y^'^^  s^-i^ 


i-%s^,>^-^^ 


7--  ^ 


n 


^. 


j^ 


V- 


^-  ^V-"V> 


"7) 


^^^ 


-^-^^.^^'^ 


XX  "i.^- 


cf^ 


v^ 


-^^ 

^ 


iOt 


-ros. 


l^^A  MANUENSIS. 


^ 


^ 


^ 


7  ^ 


^-  ly  Jl 


1  \_----J.  ^^  '^ll^n^-l- 


^ 


"^ 


% 


1 


Vc^-. 


1 


^^j.^--^f\_s,, 


^-^_ 


Z9 


). 


•)  "1-^^.~S^"^ 


^ 


-jT 


t  Af\/1A 


\h/uLI^§t^. 


m 


V 


*s 


4^  ^  —  .-^  ^s. 


^1 


■^ 


s. 


-^ 


^'^^'^^^-s^i-L 


/"-  ''^^^^  I:::!  ^—  ^  ^J^ 


E     AMANUENS/S. 


YO/. 


C 


4¥. 


l^^^r\_^-u^r^. 


) 


IJ 


^ 


>9 


^ 


,  ^--< 


/^r 


-/ 


i 


/n>- 


-— ^  -— ^  -^  ^  !<" 


.^% 


<^. 


«^**t: 


2:.2.A 


-^ 


t^ 


>^' 


SI. 


Lr-. 


^/   — , — ^^    -'"^^^^^ — ' — 


]'■ 


>i<-l 


3 


*^       kc—/^  • 


v^- 


no 


'-tl^' 


■^■^ 


'^"^X'^'^ 


'N.^  --r^   ^_^^  ., ^  V^   Vi:   /^    V^  ^O^  -^1 


=<4 


-.a^ 


U_^ 


IQ--C. 


K_ 


/: 


t^'L^'L^L^U^  ti-> 


i^^>" 


.  ^>*■   _  "^^ 


»^ 


^\.^ 


-^^^ly 


'£  AM  A 


\p(uEhi§IS. 


/// 


4L. 


Jt/b  AMAl^UEf^S/iL 


i,'-  K  l^ 


•--It*  oA,  u  ^ -^^ -"^^-^-^--^ -^ 


t7 


H.'^^O. 


V"7 


^ 


I 


>^.;f- 


^^V^ 


^.  U  ^  "^ 


/^^ 


V- 


^Jp/^yiMAj/uEf/^ff/. 


-'VW^  c^\    z>-^-n  ^"^  .    d   "^*">o 


1-. 


^        ^ 


y/4 


^. 


^iN, 


114.  JhE  AMAh/uEl/'Sf/ 


. — ■^^       ^iP  \ip  ^  ^sP 


'f   ANIANUENSr 


//^ 


"5.- 


V 


l/-^^ 


L^ 


^/Z 


I J X I 


7^ 


r-    r 


i<3  i<g 


-J.-^^.J.J-  ^-  -S^.   >l  ^^  ^5^  ^      .^  ^ 


-f:. 


^t?  i^  ^-^  2^^>j  ^^J-^  b  ^^h 


^J7/£/t^/\NUE 


:^sd 


H^. 


X.     -^    M^ 


/yr 


'£  AMAp/ueN'Sft 


7 


70 


S.^t^t^t—X^  ^\  ^^v  ^  ^  ^  ^  -^  -'  -»v~^^^ 


V  ffi-i^r^ 


■^^>» 


^^"^ 


Ti^^'-^i^vw  ^.v^t^niuiL 


7  V^J.^  ^ 


2^' 


>'; 


£    AMANUEm/S 


■il^. 


"-u 


'-t;^--^^-^ 


'c^ 


'-V- 


^. 


E    AMANOENSI. 


/M 


l^ 


-f-^Sl 


).^L.^5J — ^U") 


^•■ 


-A. 


/c^^. 


T   AMA 


<\f\fu£S/Bf/ 


Uy- e^  t^  l^  IL^^  L 


•^—^^^ 


^^ 


MANUEN8I$. 


/S3. 


w- 


IL^ 


r^ 


^x  — ^- 


I'—'Z, 


'V^^ 


^£    AMANUENS/t 


S^§. 


^^ 


'E  AMANUlNSl^. 


iMr. 


V  N^-"^ 


l-X. ,_<:^i_.^^-'^- 


^^ 


j>— V 


/<^(y  y/^B  A¥A/V{yS/S/S/6^ 


nil  1       /         ^ '""^      L     J     X     "^ 


^v- 


»     » 

^-7  ■ 


■z I 


c c    o~— 


V 


'\^ 


T/r    Am^A/(/£/VS/S/( 


V 


ys^ 


/o^ 


BOOKS  AND  SUPLIES. 


Alfjabet  Cliarts,  30  X  44,  lai-Hio  cK-ar  iirint,  to  ImiiK  <'n  the  wall  for  use  in  teaching 

(•lasses,and  as  an  aid  in  tcachiufj  foiit-tic  analysis  in  I'liblic  and  Private  Scools..  S0.50 

The  Manual  of  Fonetlc  Analysis— <iivs  a  seris  of  lesns  in  detail  for  teachlnii  the 
Klenients  of  tli<'  Laniiuaire  from  tlie  Alfahet  Chart,  and  in  coni-i-tioii  with  that 
chart  is  the  most  tlioro,  etlcient  and  satisfactory  means  of  giviiijr  instruction  in 
this  important  branch  of  study.  Both  Chart  and  Manual  will  Ix;  sent  free  of 
eliarirc  to  tca<'licrs  of  orivatc  "or  public  scools  who  will  ask  for  and  promise  to 
use  them  in  tlicir  scool-rooms.    Toothers  the  price  is 25 

The  Nutshell,  a.Ti-page  pamfiet,  briefly  ilnstratinj^  the  principles  of  the  Simple  Style. 

.Inst  the  thing  to  get  to  exainin  the  construction  of  the  system.    Paper 10 

The  Manual.  A  profusely  ilnstrated  text-book  of  the  Simj)le  Stvle,  explains  the  prin- 
ciples fulv  and  givs  cxliaiistiv  drils  for  practice.  This  is  t"lic  only  book  needed 
from  which  to  lorn  the  Simple  Style,  which  is  tlie  style  adaiitcd  to  general  use 
in  place  of  tlie  ordinary  longhand.    i-.'8  pages.    Board  bound,  .Si.oo.    Cloth 1.35 

A  Short  Course  In  Business  Shorthand— Mr.  Lindsley's  latest  work  teaching  a 
moderately  contraeted  style  for  Amanuensis  and  note  taking  purposes.  Em- 
ploys the  new  vowels.    96  pages.     Cloth 1.35 

The  Handbook.  An  elaborate  text-book  of  the  Reporting  Style,  baset  upon  the  old 
methotl  of  teaclung  by  corection  of  exercises.  The  Simple  Style  must  be  lernd 
from  Thk  M.\nual  before  tiiking  up  this  book.    170  pages.    Cloth,  gilt  title —      8.00 

The  Amanuensis.  This  book  embodis  the  most  succesful  method  of  teaching  yet 
devised,  by  means  of  carefuly  aranged  and  graded  reading,  dictation  and  riting 
lesns,  which  contain  the  corectly  engraved  forms  for  about  I5,(ioo  of  the  most 
eomon  words  and  frases  from  which  to  lern  the  Contracted  Style  tor  Amanu- 
ensis and  lleporting  i)ur»oses,  together  wl'h  ample  directions  for  their  use. 
The  instruction  starts  witli  the  Alfabet  and  teaches  a  style  suflciently  brief  and 
rapid  for  all  ordinary  amanuensis  or  reporting  work.  It  contains  very  lltl 
theory,  rules,  exjjlailation,  etc.,  but  teaches  tliru  the  faculty  of  imitation. 
Students  uzing  tins  book  will  need  no  other,  unless  it  is  Thk  Kev,  and  can  rely 
u|K)n  saving  bv  its  use  fuly  haf  the  time  and  labor  reciuired  by  the  old  method. 
128  i)ages  of  solid  work.   Descriptiv  circular  and  sample  lesns  sent  on  request 3.60 

Key  to  The  Amanuensis  and  Student's  Drill  Book,  is  a  reproduction  in  eomon 
type  of  all  the  shorthand  part  of  Thk  A.manuknsis,  conveniently  aranged  for 
reterence.  It  contains  a  c-liapter  on  the  best  methodsof  i)rivate  study,  esi>ecialy 
desined  to  aid  those  who  must  Icni  in  tliat  way.  The  Amanuen.sis  and  Key 
form  the  most  complete  self-instructor  in  shorthand  evT  isued.  The  admirably 
aranged  and  graded  dictiition  lesns  in  this  book  ar  "just  the  thing"  for  practice 
drils  for  students  or  riters  of  any  and  all  systems  as  wel  as  for  dictation  type- 
riter  practice.    Cloth,  with  gilt  side  title 1.50 

Humphrey's  Manual  of  Type-writing:,  contains  over  180  pages  of  instruction  and 
exercises  for  type-riter  practice,  including  comercial,  law,  and  legislativ  frazes, 
tecnical  terms',  chapters  on  speling,  punctuation  and  use  of  capital  letrs,  a  large 
number  of  bisncs  letrs,  statements,  law  forms,  specifications,  theatrical  work, 
etc.  Tlie  most  coniprehensiv  and  valuable  work  on  the  subject  we  hav  seen. 
Cloth,  gilt  side  title 1.50 

The  Shorthand  Writer,  a  Monthly  Educational  Jurnal  devoted  to  the  advocacy  of 
speling  reform,  and  of  the  linear,  conectiv  vowel,  facil  and  rapid  Educational 
and  Bisnes  Shorthand,  Takigrafy,  for  general  and  profesional  use.  It  is  printed 
partly  in  eomon  type  and  partly  in  Takigrafy,  in  which  is  now  l)eing  publisht 
in  the  Simple  Style  a  seris  of  interesting  skeihes  from  favorit  authors;  and  in 
the  Contracted  Style  a  colection  of  actual  bisnes  letrs,  clasifled  under  their 
aj)ropriate  beds,  afording  to  Amanuenses  valuabl  practice  in  both  reading  and 
riting.  It  is  as  indespensibl  to  riters  of  Takigrafy  as  ar  the  jurnals  devoted  to 
Iviiw,  Medicin,  Theology,  etc.,  to  those  who  folo  those  profesions.  To  keep  up 
with  the  best  thot  and  practice  in  Shorthand,  you  must  subscribe  for  and  read  it. 
Single  Nos.  20  cts.    Per  year  (ten  numbers) l.oo 

Suggestions  in  Punctuation  and  Capitalization .35 

Pencils— I  nderwood's  "Stenograftc,"  per  doz.  by  mail  postage  paid 75 

Notebooks    For  pencil,  200  pages,  Manila  covers.    Price,  purchaser  paying  postage 

(«  cents  each)  or  expres  charges,  10  cts.  each ;  per  doz l.oo 

Writing  Machines  ar  not  kept  in  stock  but  to  acomodate  those  out  of  the  city  I  wil 
aid  tliem  in  the  selection  and  purchase  of  .such  machine  as  they  may  want— new 
or  second-liand.  Say  what  kind  and  style  you  want  and  I  wil  giv  you  quotations 
promptly. 

Copy  Holtlers— Iron  frame  with  screw  adjustments,  springs  to  hold  notebook,  platfeil 

line  imlicator.    By  expres  only 3.00 

RIbons  for  Typewriter,  SI.    Re-inked  for .50 

Kibons  for  Caligraf,  7.5cts.  "  "  40 

Carl>on  Paper  for  manifolding.  Legal  Cap  size,  5  cts.  per  sheet;  per  dozen  sheets. .  .50 
Kimball's  Shorthand  and  Typewriting  Training  Scool  ftimishes  superior  and  thoro 
instruction  by  a  teacher  of  many  years'  practical  experience, in  the  branches  taut,  who,  by 
rea.son  of  original,  new,  time  an«l  labor  saving  methods  can  guarantee  rapid  progres,  least 
time  and  labor,  satisfaction  ami  .succes  toalladniited.  For  further  information,  FreeSamide 
Lesns,  terms  of  Fne  Test  Trial  to  detennin  probabl  succes,  etc.,  call  on  or  adres 

D.   KIMBALL, 

85  E.  Madison  St.,  Chicago,  ill. 


SC 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 

Los  Angeles 

This  book  is  DUE  on  the  last  date  stamped  below. 


1 

^i."^: 


5i/^ 


':v 


Form  L9-10m-3,'48(A7920)444 


X-^ 


r 


l> 


¥ 


.IV 
^1i 


>.^ 


\* 


/: 


!-  \\\T  rW.,  /,r- 


i^^i. 


s  ,1  ■!  v;/ 


/' 


iiP:. 


\-:^i^:^^;^^^ 


©  //\DS^,'ftii^ 


'/T 


-»      \  i-/  .   \' 


j/fl^'lf^ 


^.^ 


"fil^ 


